Indigenous Education Strategy Report: Teaching Practices

This report, focusing on Indigenous Education, begins with a personal reflection on teaching outcomes, emphasizing the importance of cultural positioning and historical context in educating both Indigenous and non-Indigenous learners. It then delves into practical strategies for fostering effective learning environments, including developing relationships with students, parents, and the community through humor, student interests, storytelling, and community involvement in school projects and meetings. The report outlines key curriculum principles, such as relevance, coherence, challenge, and personalization, to ensure education aligns with First Nation knowledge and perspectives. Furthermore, it explores Indigenous-aligned pedagogy strategies, like the use of images, story sharing, and community links, to facilitate effective communication and understanding. The document also considers the impact of language, economic wellbeing, and social status on teaching practices, providing a comprehensive overview of the complexities and nuances of Indigenous education within the Australian context.

Running Head: INDIGENOUS STUDIES 1
Indigenous studies
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Declaration
In submitting this work, I declare that, unless otherwise acknowledged, this work is wholly
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Part one: Personal teaching outcomes
Teaching Indigenous education of great importance to the different communities
since these people can learn about, revalue, and reclaim their culture. As an indigenous
teacher, I value the teaching on indigenous education to the learners. Manly, this teaching
focuses on installing learners with knowledge, content, and models of indigenous education
using both formal and non-formal education systems. Cultural positioning plays a significant
role while teaching indigenous education and this is because all aspects taught revolves
around the cultural practices of a given community (Whyte, 2017). Cultural positioning as a
statement summarizing valued cultural ideas. The valued cultural ideas contribute
significantly to what I teach o indigenous education. Some of the cultural practices, for
example, the language of the aboriginal people is an important factor in this type of
education. Learners need to learn about their original cultural practices for the essence of
culture protection. Learning of indigenous languages will also assist the indigenous
communities in the learning process by eliminating challenges brought about by difficulty in
learning adopted languages. Therefore cultural positioning plays a vital role in the teaching
process of indigenous education.
History plays an important role in the teaching of the current education of
Indigenous and non-Indigenous peoples. The reason behind this history offers a glimpse of
how events used to be, how different communities conducted themselves; hence it instills the
learners with a comprehensive understanding of the cultural practices of both the indigenous
and the non-indigenous groups. Past cultural practices of bot the indigenous and the non-
indigenous groups are conserved in this subject. Hence the teaching of history is of great
importance since it assists in bringing out information that might have been forgotten and

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also help the learners in understanding and appreciating the livelihood of the different
groups. Due to the much information resources on culture conserved in this subject teaching,
its application in the educations system aids in the teaching of indigenous and non-
indigenous education (McGloin, 2015). Basically, this analysis is about introducing and
equiping the students with information, skills, and models regarding the indigenous training
and utilizing both formal and non-formal instruction frameworks. The analysis shows that
the social factors play a critical duty while showing indigenous training and this is on the
grounds that all perspectives instructed spins around the social acts of a given network.
Social situating as an announcement condensing esteemed social thoughts. The esteemed
social thoughts contribute altogether to what I show o indigenous instruction. A portion of
the social practices, for instance, the language of the native individuals is a significant factor
right now instruction. Students need to find out about their unique social practices for the
substance of culture assurance. Learning of indigenous langauage will likewise help the
indigenous personnels in the learning procedure by taking out difficulties achieved by
trouble in learning second laguage. The second langauge dtermine the commitments made
by educators while regarding the lives of the understudies.
Moreover, learning of the indiegenous language is impacted by economic wellbeing
in the society. In any case, this position has empowered me to cooperate with numerous
gatherings of people andthus empowering me to improve expertly and socially. Other than
that, the social position contributes altogether to my instructing, and this is on the grounds
that directly from the network, understudies have extraordinary regard for instructors
henceforth can encounter a simple time with insignificant instances of indiscipline
interferences. My social positioning in the immediate society where I teach plays a

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significant role in my teaching process. The community values, to a great extent, the
contributions made by teachers while impacting the lives of the students. The social position
has, to a great extent, influenced by social status in the community. However, this position
has enabled me to interact with many groups if individuals are hence enabling me to improve
professionally and socially. Besides that, the social position contributes significantly to my
teaching, and this is because right from the community, students have great respect for
teachers hence can experience an easy time with minimal cases of indiscipline interruptions.
Cultural positioning has also boosted my teaching to a great extent, has been a member of
the immediate community where I currently teach. I can offer explanations regarding
community cultural practices (Bullen & Roberts, 2019). Being positioned in my immediate
community has eased my teaching profession since I can have aces to the vast cultural
equipment, have a clear understanding of the original language, and an understanding of the
community environment. All these factors have had a positive influence on my teaching
statement.
Part two: Strategies for practice
Developing relationships
A healthy relationship with the first nation children, parents, and the community
will ensure theater is active and healthy teaching and learning environment. First, while
dealing with children, it is essential to ensure there is the incorporation of humor during the
lesson. Teaching practice should not be a tedious exercise, hence as teacher incorporation of
singing games and dramatizing will help ensure there is a friendly learning environment for

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the primary school children (Barakat, 2018). Also, using the student's interest to the
advantage of the lesson will help in ensuring there is a friendly relationship between the
teacher and the students. Understanding the different student's interests and incorporating
them in the lesson will enhance a good learning experience as students will be at all times
look forward to these lessons. Lastly, when ensuring a good relationship with the children, it
is always good to incorporate storytelling sessions in the course if the learning process.
Storytelling will help get the pupils in active class participation by capturing their attention
(Olsen, 2018).
While ensuring a good relationship with the community, it is always important to
allow active community participation in school development projects. Being a key
stakeholder in the school administration, the teacher should allow public participation on
subjects touching the community hence build a friendly working environment. Besides that,
the teacher should ensure the community is not barred from attending school general
meetings. Interactions during meetings will help in building a strong tie between the school
administration and the community in general (Augustus, 2015). Lastly, community
relationships can be improved by allowing the community to showcase their culture to the
learners during indigenous education lessons. The active involvement of this group will also
help in ensuring effective learning through demonstrations.
A parent-teacher relationship can be improved by ensuring constant updates on
student progress. Through active engagement, the teacher can send Emil newsletters to the
parents on key school events. The active participation will ensure that the teacher builds
strong ties with different parents. Besides developing a curriculum that directly engages
parents through assignments will also work towards a healthy relationship (Champagne,

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2015). Engaging parents in their children's school activities will foster a healthy working
relationship through different follow-ups. Lastly, the teacher should always work in the best
interest of parents. Provided the issues raised by parents are just and legal, the teacher should
always work in their interest since they are one of the main stakeholders in facilitating
education.
Curriculum principles
There is various key curriculum guiding principles that ensure the education
delivered to students is in line with first nation knowledge and perspectives. The principles
are as follows; Programs prepared to be taught to children should offer emphasis on
reflective thinking concerning the performance of actual teaching assignments rather than on
gaining fragments of knowledge. According to this principle, all contents which are to be
taught to students should be relevant and applicable in their day to bay activities. The
requirements of this principle will ensure that I develop concise learning activities that are
practical. The reason behind this is that the first nation requires their children to gain
knowledge, which is more practical than theoretical.
The curriculum developed should be coherent. Application of this principle will
ensure the materials sourced for learning, the activities performed in the course of learning
and notes developed to teach indigenous education are consistent with the knowledge the
students should gain(Bodkin-Andrews & Carlson,2016). Besides, all teaching and
Assessment methods should be consistent and reinforce one another. Developing such
teaching strategies will enable the teacher to work well and also meet the first nation's
knowledge and perspectives.
The curriculum should be challenging and enjoyable at the same time. According to

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this principle, the teacher should ensure the tasks offered to the students are challenging;
hence they assist in invoking the students' thinking. However, these tasks should be
enjoyable for the students to learn. The application of this principle in developing the
learning notes will assist the teacher meet the expectations of the required education
standards.
The curriculum should be progressive. First nations require a continuous learning
experience for their children. Therefore the teacher should be guided by these principles
while designing his learning strategies. Besides ensuring the progression of students in
acquiring knowledge of indigenous education will help meet the first nation's knowledge and
perspectives (Belcourt, 2017). Programs arranged to be educated to children in school should
offer accentuation on intelligent reasoning concerning the exhibition of genuine showing
assignments as opposed to on picking up sections of information. As indicated by this
guideline, all substance which are to be educated to understudies ought to be important and
appropriate in their day to straight exercises. The necessities of this rule will guarantee that I
create brief learning exercises that are pragmatic. The explanation for this is the principal
country requires their youngsters to pick up information, which is more pragmatic than
hypothetical. The educational plan created ought to be intelligent. Utilization of this rule will
guarantee the materials sourced for learning, the exercises acted over the span of learning
and notes created to encourage indigenous training are steady with the information the
understudies ought to gain. In addition, all instructing and strategies ought to be reliable and
fortify each other. Growing such encouraging procedures will empower the instructor to
function admirably and furthermore meet the main country's information and points of view.

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Personalization and choose principle will also guide me in developing a teaching strategy
that will be in line with the first nation expectation. The personalization principle will require
me to present a broad topic to the children to ignite their interest. The pupils are expected to
work in a group or individually to ignite their interest. Lastly, I will be required to collect
information and match the pupils' interests ton their appropriate line of study. Application of
this principle and its procedure will facilitate smooth work with the first nations' perspective
and knowledge.
Indigenous – aligned pedagogy
In the course of learning, particular pedagogy needs to be applied for effective
communication of ideas to first nation s and those of non-indigenous students. The
following are the indigenous aligned pedagogy strategies to be applied;
Use of images and symbols. The pedagogy is expected to create imagery for the children on
the different cultural practices of various groups. The strategy will be aiming at helping the
children realize the images leant theoretically and those that do not exist due to their
extinction (Shear, Knowles, Soden & Castro, 2015).
Story sharing is the other pedagogy strategy to be applied, and the plan will help
achieve the learning of the indigenous language. I will expect the children to tell Stories
class using the learnt native language of both the first nation and the non-indigenous
students. Storytelling will help the children show their level 0of understanding as well as
perfect the leant language.
Creating community links is the other strategy the will assist the pupils in learning.
The pedagogy will deliver a clear viewpoint of the content leant in class. Besides, this
strategy will offer an opportunity for the students to explore the different cultural practices

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and the heritage of certain groups in the community. The strategy will be implemented by
inviting and visiting various groups with indigenous cultures in the community.
Social constructivism pedagogy will also be effective while delivering indigenous
education to children. The pedagogy will be implemented by giving the students in groups,
then giving them topics to discuss regarding indigenous education. The method will be of
great importance since it also allows the pupils to use different languages leant during their
discussions.
Part three: Professional Development plan
In my teaching process, I have been able to develop the teaching of culture as part
of indigenous teaching. Besides, I feel confident in handling children and engaging them
fully while learning about indigenous education. (Urrieta, 2015).However, I do feel I need
improvement in the teaching of language as part of indigenous education. Community
engagement in the education process has also proven to be a significant challenge
Concerning culture, I have been able to do a lot of research, which has enabled me to build
a vast knowledge in this area. While teaching about a culture, I can confidently explain to
the students the cultural background of the aboriginal people, their livelihood, and their
dressing, among others. Besides having done enough resource gathering, I have been able
to build upon resource material, which will aid the students in learning of different cultures.
At any given time, may there need to take a site visit, I believe I can be of great help to the
pupils in deciding on the appropriate site to visit since I have conducted enough research on
different sites and the cultural information present. Handling children at all learning levels
has enabled me to build a good pupil and teacher relationship. Through this, I have gained a
lot of experience; hence I can tell when a student is not understanding, the reasons for

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underperforming, and when he/she is not concentrating.
While teaching languages, I feel I have the ability to teach indigenous group
languages. However, no-indigenous language has proven to be my week point in
indigenous education teaching. Carrying out Community engagement during school
meetings has also proven to be a significant challenge. However, I can engage individual
members to showcase the community culture to the pupils (Carey, 2015). Therefore group
engagement of the surrounding community is my major weakness .the weakness can best
be explained for the basis of the cognitive theory, which states that thought is the primary
cause of emotions and behavior.
It is essential to understand the causes of my weaknesses and my strengths. Many
theories and literature are surrounding these strengths and weaknesses. Understanding these
causes will assist in mapping the areas to improve and how to improve on these areas.
Besides, understanding my strengths will enable me to find ways of exploiting these
strengths. Besides, this will also allow me to find measures on how I can maintain and
improve on the existing strengths.
To improve my skills in how to teach language, which is part of indigenous
education, I am willing to talk to experienced teachers who can offer assistance in this area.
Besides, I am aiming at spending a lot of hours in the school library, where I will read
different materials and watch videos on different indigenous languages. Also, allocating
sometime in the various communities will be of great help to my understanding of the
specific community language. Talking ton experienced teachers will be vital since they will
help me get ways on how I can improve on this, themselves having gone through the same
challenge. Reading and watching videos will also be of help since it's a directly available

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resource. Engaging different communities will be significant since information will be
sourced directly from the indigenous population. Community engagement will be improved
by training myself through various platforms, starting with teachers' meetings. Applying this
skill in small groups will, after that that enable me to engage digger groups.

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References
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Studies Courses. Canadian Journal of Higher Education, 45(4), 1-17.
Barakat, R. (2018). Writing/righting Palestine studies: settler colonialism, indigenous sovereignty and
resisting the ghost (s) of history. Settler colonial studies, 8(3), 349-363.
Belcourt, B. R. (2017). Indigenous Studies beside Itself. Somatechnics, 7(2), 182-184.
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity
within education. Race Ethnicity and Education, 19(4), 784-807.
Bullen, J., & Roberts, L. (2019). Driving transformative learning within Australian Indigenous
studies. The Australian Journal of Indigenous Education, 48(1), 12-23.
Carey, M. (2015). The limits of cultural competence: an indigenous studies perspective. Higher
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Champagne, D. (2015). Centering Indigenous nations within Indigenous methodologies. Wicazo SA
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McGloin, C. (2015). Listening to hear: Critical allies in Indigenous studies. Australian Journal of Adult
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